ACADEMIC TEXTS REPOSITORY

Summary

The article analyzes the interaction within dyads functioning in educational institutions, considering the psychological criteria of ecology. It explores the concept of «ecological interaction» in relation to the closely related term «ethical interaction» and highlights the contrasting differences between ecological and toxic interactions. The psychological criteria for ecological interaction in the educational environment between teachers, students, their parents and the administration of an educational institution are determined. The factors that negatively affect this phenomenon are outlined. The main factors of non-environmental interaction in educational institutions include, first of all, overload (informational, educational), stress and burnout. A particular concern is the unmet need for quality communication and the focus on external learning outcomes, which may indicate a formal approach to the educational process. The lack of attention to mental health, along with the gap between knowledge and action on the principle of sustainability, also worsens the psychological microclimate in the educational environment. On an individual level, factors such as personal characteristics and the level of inclusive culture are also important considerations. A promising area for further research is the comparative study of ecological approaches across different countries and cultures. This includes analyzing ecological interaction practices within educational systems to identify both universal principles and culturally specific approaches. The results of such studies could be used to develop training programs for teachers, helping them better understand the principle of ecological interaction and apply it effectively in their pedagogical practices.